may have felt wonderful. For example, some people recall learning
Latin with great pleasure, even though it has only enabled them to
be a little more certain now about the meaning of certain French or
Spanish words. Others might say that they did not enjoy and have
found no subsequent use for the ancient languages they learned at
school. It is all a matter of opinion.
In today’s world and as an adult lifelong learner, you will
probably be much more likely to adopt a “just in time” approach,
learning things as and when you need to.
I want to suggest a way of looking at motivation to learn. In
developing this, I have been particularly influenced by two British
researchers, Andrea Spurling and Jim Smith, authors of Lifelong
Learning: Riding the Tiger, through working with them on research
into this area for the Campaign for Learning. Consider the follow-
ing formula:R +V +P +I = M R is the amount of readiness to learn, as described in Chapter 2.
V is the anticipated value of the learning. This could be financial,
social, or cultural.
P is the probability of the learning being successful. This will
depend on previous experience, on your perceived effectiveness as a
learner, on the degree to which the learning you are being offered
matches your learning style, and on your likely ability to overcome
any barriers along the way.
I is the likely impact of the learning on your life. This could be in
terms of the opportunities it will create, the likelihood of dealing
with some external change, or the degree to which, if you can acquire
the learning, you will be markedly more fulfilled as an individual.
M is the amount of motivation you have toward a particular learn-
ing opportunity.So, if you were really ready to learn, if what you were planning to
learn was extremely valuable to you, if you thought you were likely
to be able to do it, and if you also thought that the learning might
significantly improve your life, you would be well motivated.62 Power Up Your Mind
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